The Curriculum for the Hospitalized Aging Medical Patient program: a collaborative faculty development program for hospitalists, general internists, and geriatricians.

BACKGROUND: The University of Chicago Curriculum for the Hospitalized Aging Medical Patient (CHAMP) faculty development program (FDP) is targeted at hospitalists and other internists who teach residents and students in the hospital setting. The aim of CHAMP is to increase the quantity and quality of teaching of geriatric medicine pertinent to the inpatient setting. METHODS: Hospitalist and general internist faculty members who attend on the University of Chicago Medicine teaching service were invited to participate. The CHAMP FDP consisted of twelve 4-hour sessions. Two hours of each session covered inpatient geriatrics content, and 2 hours addressed improving clinical teaching (both general teaching skills and challenges specific to the inpatient wards) and teaching the Accreditation Council for Graduate Medical Education core competencies with geriatrics content. The evaluation included a self-report survey of the impact on the graduates' teaching and clinical practice. RESULTS: The FDP was piloted in early 2004 with a core group of geriatrics and hospitalist faculty. Three subsequent cohorts totaling 29 hospitalist and general internal medicine faculty members completed the FDP by the fall of 2006. Faculty participants evaluated the program positively, and significant improvements in knowledge, attitudes to geriatrics, and perceived behavior in teaching and practicing geriatrics skills were found. CONCLUSIONS: The integration of teaching techniques and geriatrics content was enthusiastically accepted by University of Chicago hospitalists and general internists who teach residents and medical students in the inpatient setting. The program has potential for widespread suitability to all teaching faculty who care for the older hospitalized patient.

Promoting an environment of professionalism: the University of Chicago "Roadmap".

In 2005, the University of Chicago Pritzker School of Medicine unveiled an institution-wide Roadmap to Professionalism designed to both increase awareness about issues of medical professionalism across the institution and gain a better understanding of how medical trainees' professional behaviors' change during their training as a result of the medical learning environment. The authors describe the institution's approach and progress to date. To gain buy-in from all levels of learners at the Pritzker School of Medicine, the initiative uses vertically integrated advisory groups to engage medical trainees in the assessment and development of experiential workshops and evaluation initiatives based on the principles outlined in the American Board of Internal Medicine / American College of Physicians / European Federation of Internal Medicine's Physician Charter for Medical Professionalism. Advisory groups provide targeted assessments and programming at each stage of the medical learner: preclinical students, clinical students, residents, and faculty. Surveys of medical students' perceptions of professionalism have provided an important baseline assessment of the learning environment, from which the professionalism steering committee plans to target future curricular interventions. Efforts to engage residents have focused on experiential workshops addressing interactions with the pharmaceutical industry and patient-care hand-offs, as well as the development of a tool for patients to evaluate their resident physicians. The establishment of a series of medical education grants aimed at supporting professionalism research has helped raise faculty awareness. This institution's approach and experience to date may provide valuable lessons for educators and leaders aiming to assess and improve their learning environments.

Car following decisions under three visibility conditions and two speeds tested with a driving simulator.

The National Highway Traffic Safety Administration web site reports that rear-end collisions in the United States exceed 1.5 million per year, or approximately 23% of all vehicle crashes. Car following behavior and the decision-making habits of drivers seem fundamental to understanding how to avoid these rear-end crashes. The present research aimed to reveal factors that govern car following under conditions of reduced visibility. It employed a KQ-Vection high-fidelity driving simulator to measure the behavior of automobile drivers following a lead vehicle at 13.4 m/s (30 MPH) or 22.4 m/s (50 MPH) under three visibility conditions--clear or one of two densities of simulated fog. At the higher speed, fog conditions separated participants into a group that stayed within visible range of the lead car, even though the headway time violated the NHTSA recommendations for the speed involved, and another group that lagged beyond the visible range. Data were compared to the model of Van Winsum for car following (The human element in car following models. Transportation Research Part F 2, 1999). Contrast and image size measurements allowed comparison to a standard contrast sensitivity function and allowed estimation of the JND term in the Van Winsum model.